Tops Southsea

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy their time at this setting and develop secure relationships with their key person, who knows them well. Children demonstrate that they feel safe and secure as they greet their friends warmly and seek cuddles from staff when they need them.

Staff help children develop the skills they need to navigate and form friendships, while learning about emotions. For instance, children read books about feelings and share experiences of love, fear or worry. Staff help children describe how these emotions make them feel and what helped them feel better.

This helps children understand their emotions.Staff provide child...ren with regular opportunities to develop their language and communication skills. Staff model language well.

They commentate on children's play and adapt their language to reflect the age and stage of children. For example, babies enjoy uncovering familiar objects from a tray of cornflour and show delight as they find blocks in the mixture. Staff make sure babies can see their faces as they repeat the word 'block'.

This helps babies develop their speech and connect language with meaning.Children learn to respect and take pride in their environment. For instance, they work together to keep areas clean and tidy.

Children replicate the actions of adults. They fill spray bottles with water and use cloths and brushes to 'clean and polish' the role play area. Staff admire children's hard work and provide meaningful praise for jobs well done.

This helps children to develop a sense of pride and accomplishment.

What does the early years setting do well and what does it need to do better?

Leadership and management are effective. The provider creates a curriculum that is well sequenced and focuses clearly on what children need to learn next.

Staff demonstrate a secure understanding of the curriculum and provide activities that meet children's individual learning needs. This is reflected in the progress children make during their time at the setting, including children with special educational needs and/or disabilities and children who speak English as an additional language.Children develop a love of books.

Staff use this to introduce and consolidate new information and vocabulary. For instance, babies explore toy farm animals. Staff repeat the name of each animal and introduce stories and photos to extend learning further.

Babies enjoy exploring the textures associated with the animals as they turn the pages of books and touch the different textures on the page. This helps provide children with a foundation to support future literacy.Staff introduce children to new concepts, such as mathematics.

This helps prepare children well for their future learning. For instance, staff use toddlers' interest in cars to introduce 'fast' and 'slow'. They enhance toddlers' play by introducing a ramp and demonstrating its use.

Toddlers watch in interest as staff model a car moving slowly down the ramp before making another car 'zoom'. Staff extend this further by introducing a second ramp, allowing children to compare the speeds of different vehicles at the same time.Staff provide activities and discussions that teach children about the world around them.

Children gain an understanding of other cultures and customs as they view maps on display. They learn about each other's similarities and differences as they discuss postcards they receive from family and friends. Children are keen to talk about their own heritage and experiences, demonstrating pride in what makes them unique.

This helps children develop a secure sense of self and belonging.Staff provide children with lots of opportunities to develop their physical skills. For instance, older children strengthen their core muscles, balance and coordination as they engage in regular yoga sessions.

Children follow instructions as they move their bodies with skill to create a range of poses. Staff use children's interest in events such as the Olympics to create fun physical activities. This helps children develop positive attitudes towards being active.

Children listen to instructions and follow the rules. Although children generally behave well, the organisation of some activities can cause some children to be disruptive. For instance, a group story time becomes chaotic when staff do not manage the number of children effectively.

This results in some children rolling around on the floor, interrupting those who are listening to the story well.Partnership working is effective. Staff work closely with parents and professionals to provide a consistent approach to children's learning and welfare.

For example, parents receive regular opportunities to contribute to children's assessments. This helps ensure assessments are accurate and reflect what children already know. Staff work successfully in partnership with professionals, such as health visitors, to provide children with the support they need swiftly, helping them make good progress in their learning.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the organisation of activities to ensure these promote children's positive behaviour.